Auswahl der wissenschaftlichen Literatur zum Thema „LX English“
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Zeitschriftenartikel zum Thema "LX English"
Lorette, Pernelle, und Jean-Marc Dewaele. „Emotion recognition ability in English among L1 and LX users of English“. International Journal of Language and Culture 2, Nr. 1 (06.11.2015): 62–86. http://dx.doi.org/10.1075/ijolc.2.1.03lor.
Der volle Inhalt der QuelleDewaele, Jean-Marc. „“Cunt”: On the perception and handling of verbal dynamite by L1 and LX users of English“. Multilingua 37, Nr. 1 (26.01.2018): 53–81. http://dx.doi.org/10.1515/multi-2017-0013.
Der volle Inhalt der QuelleLorette, Pernelle, und Jean-Marc Dewaele. „Emotion recognition ability across different modalities: The role of language status (L1/LX), proficiency and cultural background“. Applied Linguistics Review 11, Nr. 1 (26.03.2020): 1–26. http://dx.doi.org/10.1515/applirev-2017-0015.
Der volle Inhalt der QuelleErling, Elizabeth J., Anouschka Foltz, Felicitas Siwik und Michael Brummer. „Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility“. Languages 7, Nr. 3 (20.07.2022): 186. http://dx.doi.org/10.3390/languages7030186.
Der volle Inhalt der QuellePanicacci, Alex. „A Constellation of Voices: How the Network of Languages in Migrants’ Minds, Hearts, and Interactions Shape Their Sense of Self“. Discourses on Culture 20, Nr. 1 (01.12.2023): 49–84. http://dx.doi.org/10.2478/doc-2023-0011.
Der volle Inhalt der QuelleResnik, Pia, Sharona Moskowitz und Alex Panicacci. „Language Learning in Crisis Mode: The Connection Between LX Grit, Trait Emotional Intelligence and Learner Emotions“. Journal for the Psychology of Language Learning 3, Nr. 2 (19.12.2021): 99–117. http://dx.doi.org/10.52598/jpll/3/2/7.
Der volle Inhalt der QuellePanicacci, Alex, und Jean-Marc Dewaele. „‘Am I Sincere about My Feelings?’: Changes in Multilinguals’ Self-perceptions when Discussing Emotional Topics in Different Languages“. Discourses on Culture 20, Nr. 1 (01.12.2023): 21–48. http://dx.doi.org/10.2478/doc-2023-0010.
Der volle Inhalt der QuellePlonsky, Luke. „Sampling and Generalizability in Lx Research: A Second-Order Synthesis“. Languages 8, Nr. 1 (06.03.2023): 75. http://dx.doi.org/10.3390/languages8010075.
Der volle Inhalt der QuelleBeers Fägersten, Kristy, Karyn Stapleton und Minna Hjort. „Censorship and Taboo Maintenance in L1 and LX Swearing“. Languages 9, Nr. 4 (01.04.2024): 128. http://dx.doi.org/10.3390/languages9040128.
Der volle Inhalt der QuelleLorette, Pernelle, und Jean-Marc Dewaele. „The relationship between bi/multilingualism, nativeness, proficiency and multimodal emotion recognition ability“. International Journal of Bilingualism 23, Nr. 6 (30.10.2018): 1502–16. http://dx.doi.org/10.1177/1367006918808042.
Der volle Inhalt der QuelleDissertationen zum Thema "LX English"
Burroughs, Hannah. „Les effets des pratiques pédagogiques sur la motivation dans l'acquisition de l'anglais LX - Etude comparée de trois contextes : France, Finlande et Nouveau Brunswick (Canada)“. Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALL004.
Der volle Inhalt der QuelleThe majority of studies investigating motivation to learn a second/foreign language (LX) (Dewaele, 2017) concentrate on the way in which motivation develops in function of individual characteristics, and environmental factors, but rarely take into consideration the impact of teaching practices on student motivation (Ushioda, 2016). The objective of this study is therefore to examine the influence of educational strategies on motivation to learn LX English amongst middle-school pupils (ages 11 to 14). To achieve this objective, teaching practices in three distinct contexts will be examined in this mixed-methods comparative study: France, Finland, and New Brunswick (N.B.), Canada. Each region has different teaching philosophies that likely affect student motivation in a variety of ways. In this mixed-methods comparative study, quantitative analyses reveal that students (N = 473) in Finland were the most motivated to learn LX English, followed by students in N.B., and then students in France, however a statistically significant difference was only found between Finland and France. With regards to quantitative analyses, LX English educators (N = 13) took part in semi-structured interviews to gain insight into their teaching practices. Common themes amongst educators in France included elements related to imposed pedagogy and finding their own learning materials online. In Finland, recurring themes related to pedagogical freedom, the use of online learning materials, and the use of course textbooks, which are written by practicing LX English educators. In N.B., common themes related to also having pedagogical freedom, but a lack of LX English training, provided learning materials, and an effective curriculum were highlighted as inhibiting their teaching practices. Using a convergent parallel design, the results suggest that pedagogical freedom, emphasizing communication over correctness, student exchange programs, emotional intelligence in teachers, and providing teachers with ready-made activities that accurately target and represent student needs and interest foster student motivation. The implication of these results is that teaching strategies impact student motivation to learn an LX and when chosen correctly, may be more influential than sociocultural contexts outside the classroom
Buchteile zum Thema "LX English"
„CHAPTER LX“. In The English Rogue - described in the life of Meriton Latroon a witty extravagant being a complete history of the most eminent cheats of both sexes, 237–38. Routledge, 2013. http://dx.doi.org/10.4324/9781315015620-65.
Der volle Inhalt der QuelleGee, Austin. „Ireland since c. 1640“. In Annual Bibliography Of British And Irish History, 242–66. Oxford University PressOxford, 1998. http://dx.doi.org/10.1093/oso/9780198152941.003.0013.
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